***

Four Postulates

The one fundamental school may be recognised by certain outstanding characteristics:—

By the basic character of the truths taught as embodied in the following postulates:—

a. The unity of all life.
b. The graded steps of development as recognised in man, and by the graded steps of its curriculum, which lead a man from one expansion of consciousness to another until he has reached that which we call perfection.
c. The relationship between the microcosm and the macrocosm and its sevenfold application.
d. The method of this development and the place of the microcosm within the macrocosm as revealed through the study of the periodicity of all manifestation and the basic law of cause and effect.

By the emphasis laid on character building and spiritual development as a foundation for the development of [Page 304] all the faculties inherent in the microcosm. By the requirement, demanded of all affiliated pupils without exception, that the life of inner unfoldment and development should be paralleled by a life of exoteric service.

By the graded expansions of consciousness that are the result of the imparted training; these lead a man on from step to step till he contacts his higher self, his Master, his egoic group, the First Initiator, the One Paramount Initiator, until he has contacted the Lord of his Ray and has entered into the bosom of his "Father Which is in Heaven".

These are the outstanding features that are descriptive of the one true fundamental School.
 

***
 

Curriculum Proposed by the Tibetan

First and foremost, the practice of meditation as laid down in these letters and as may be apportioned by the Head of the school. Once or twice a year the initiate Head of the school to which the preparatory school is allied will pass the pupils in review and in conference with the Head of the school will apportion specific meditation adjusted to the pupil's need. Once a year the Master responsible for both schools will likewise pass them in review and communicate to the Head any necessary adjustments. (I would here remind you that the relationship of a Master to a disciple is a private one and though He may be in constant touch with His pupil privately, this affects not His official review of the united auras of the school group.)

Secondly, a graded scientific study of the microcosm, including the following subjects, using the microscope when needed:—

The Microcosm.

a. Elementary anatomy, physiology, biology.
b. Ethnology.
c. Study of the etheric body and its allied subjects of vitality and magnetism.
d. Study of geology; of the vegetable kingdom, or botany; and of the animal kingdom.
e. Study of the history of man and the development of science.
f. Study of the laws of the microcosmic body.


The Macrocosm.

a. Study of the laws of electricity, of fohat, of prana, and of the astral light. [Page 329]
b. Study of astronomy and of astrology.
c. Study of occult cosmogony.
d. Study of the human hierarchy.
e. Study of the deva evolution.
f. Study of the laws of the solar system.
g. Study of telepathy, mental creation, psychometry.


The Mind.

a. The study of the mental plane.
b. The study of the laws of fire.
c. The study of the causal body.
d. The study of the fifth principle.
e. The study of colour and of sound.



Synthesis.

a. The study of spirit-matter-mind.
b. Study of numbers and of symbology.
c. Study of higher mathematics.
d. Study of the laws of union.
e. Study of the laws of sex.

Psychic Development.

a. Study of practical occultism.
b. Study of psychism.
c. Study of the astral light and the akashic records.
d. Study of mediumship and inspiration.
e. Study of past lives.
f. Study of the macrocosmic and microcosmic centres.


Practical Work.

a. Service to the race.
b. Study of group work.
c. Review work.[Page 330]
d. Work on the subtler bodies with the view to producing continuity of consciousness.
e. Study of magic.
f. Study of the seventh ray.

You will see for yourself that when the pupil has completed the above curriculum he will be a potential magician, and will be a member of the Brotherhood of Light in embryo. He will be equipped and ready to pass into the advanced school, where he will be trained in using the knowledge already acquired, where his centres will be scientifically developed so that he will become a conscious psychic of the mental type, where he will be trained to contact and control the lesser evolutions and to co-operate with the other evolutions such as the deva, and where all his bodies will be so aligned and adjusted that he can at the end of a period—varying from two to three years—be ready to stand before the Initiator.
 

Potencies becoming powers.

This third type of work is based on the preceding curriculum and deals directly with individual development. It covers the following matters:—

a. The aligning of the bodies with a view to egoic contact.
b. The building of the antahkarana, and the development of the higher mind.
c. The development of the intuition, and the definite spiritual awakening of the pupil.
d. The study of the pupil's vibration, ray, color and tone.
e. The conscious refining of all the bodies beginning with the physical.[Page 331]

When these matters are duly studied and all acquired knowledge put into practice, the inherent powers of the soul will become conscious powers. Above all, will the emphasis be laid upon the fact that the white magician is he who utilises all power and knowledge in the service of the race. His inner development must be expressed in terms of service before he is permitted to pass on into the advanced school.

I have indicated enough to provide much room for interested speculation.

 

The preparatory school above all things concentrates on the development of the threefold lower man, and his training in service. The advanced school definitely prepares for Initiation, and is concerned with occult lore, with the impartation of cosmic truth, with the abstract development of the pupil, and with work on causal levels. One can be best accomplished in the world of men and through contact with the world; the other demands necessarily an environment of comparative seclusion and freedom from interruption. We might express it thus:—the preparatory grades deal with the kingdom of God within, whilst the advanced school expands that training into one which includes the kingdom of God without. Therefore the first will be situated amongst the working sons of men, so that by his reactions and interactions in association with them, in service and struggle, the pupil may learn to know himself. The other will be for those who have somewhat mastered these things, and are ready to learn more of other evolutions and of the cosmos. Until a man is master of himself to a considerable degree he may not safely work, for instance, with the deva or angel evolution. In the preparatory school he learns this mastery; in the more advanced school he can thus be trusted to make other contacts than the human...  Therefore the preparatory school will be located near some large city, preferably near the sea or some large expanse of water, but never within the city; it will be on the confines of the centres of learning within the city and will be readily accessible. The advanced school will be far from the crowded places of the earth and preferably in a mountainous region, for the mountains have a direct effect on the occultist and impart to him that quality of strength and steadfastness that is their predominant characteristic and must be that too of the occultist. The sea or expanse of water close to a preparatory school will convey to his [Page 314] mind a constant reminder of the purification which is his paramount work, whilst the mountains will imbue the advanced student with cosmic strength and will hold steadily before him the thought of the Mount of Initiation which he aims soon to tread.

 

Source: Letters on Occult Meditation by AAB-DK

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2007-10-04